Course Catalog

We offer a rigorous, relevant curriculum based on a classical education approach and Socratic teaching methods. We communicate student progress frequently with parents and encourage an environment where our students can become independent thinkers and problem solvers.

Geometry (Grade 9): Geometrical concepts and proofs of theorems are the foundations of the course; logical thinking is the primary objective. Drawing, visualizing, following algorithms, understanding properties, and representing geometrical concepts with coordinates and networks are also emphasized.

Algebra II (Grade 10): An integrated approach to mathematics is achieved through a review of basic algebra and geometry, followed by an incremental development of more advanced algebra, geometry, trigonometry, statistics, and pre-calculus concepts.

Advanced Mathematics (Grade 11): Use Pre-calc/Trig 02110G05012 and 22. The topics covered in this course include a review of algebra and an in-depth presentation of trigonometry, logarithms, analytic geometry, and upper-level algebraic concepts. The study of geometry, begun in Algebra I, is also completed. In addition to teaching the concepts and skills necessary to succeed in calculus and in disciplines that are mathematically based (e.g. chemistry and physics), this course also requires students to work on problem-solving skills and to develop productive thought patterns.

Calculus (Grade 12): This course presents and develops the concepts, methods, and skills of calculus, with trigonometry and analytic geometry. It emphasizes problem solving and analytical thinking. The course begins with the study of the rate of change of functions, then studies derivatives and their applications, integration and applications of definite integrals, the calculus of transcendental functions (trigonometric, inverse trigonometric, exponential, and logarithmic), and the techniques of integration.

American Literature (Grade 11): Hawthorne: The Scarlet Letter; Twain: The Adventures of Huckleberry Finn; Fitzgerald: The Great Gatsby; Lee: To Kill a Mockingbird; Ralph Waldo Emerson: essays and poems; Emily Dickinson: poems; Walt Whitman: "Leaves of Grass"; Twentieth-century short stories and poems including Poe and Frost.

Rhetoric/Composition (Grade 12): Machiavelli: The Prince; Thomas Paine: Common Sense; Patrick Henry: "Give Me Liberty" speech; The Autobiography of Benjamin Franklin; Remarque: All Quiet on the Western Front; C.S. Lewis: The Abolition of Man. This course intends to foster the elements of good writing: clear analytical thinking, a substantial grasp of basic grammatical and stylistic elements, argumentation, and grammatical analysis. Senior year will bring a capstone in which the students will orally present a written paper to a panel of faculty.

Biology (Grade 9): Building upon the foundational physical science curriculum of the seventh and eighth grade years, the study of biology in the ninth grade is far reaching. All levels of biology are covered, beginning with ecosystems and ecology, cells and genetics, and culminating with organismal diversity and plant and animal form and function.

Physics (Grade 10): This course covers the major concepts, principles, methods, and developments of physics, especially classical physics but also including modern physics. It develops essential skills, including comprehending the text, applying mathematical methods to scientific concepts, applying knowledge to problem sets and tests, demonstrating proficiency in laboratory investigations and in the use of the calculator-based laboratories, writing clear and well-organized laboratory reports with independent analysis and interpretation of experiments, understanding the scientific method, working cooperatively with others, thinking critically about the concepts and formulating questions, and relating physics to situations encountered in life. It also intends that students acquire an appreciation of physics from aesthetic, philosophical, and historical perspectives.

Chemistry (Grade 11): The purpose of the eleventh grade chemistry course is to understand the nature of matter, the changes matter undergoes, and the factors important in those changes. Initially, emphasis is placed on reaction predictions, equation writing, and stoichiometry. The study of atomic and molecular structure leads to further understanding of chemical reactions. The year culminates with studies of reaction rates, kinetics, thermodynamics, and organic chemistry—topics essential to the application of chemistry.

Advanced Biology (Grade 12): Advanced biology, one of two fourth-year upper school science options, takes advantage of the maturity of the students and delves into the complexities of living organisms. In particular, the molecular basis of life is emphasized. Study begins with an organic chemistry review, which naturally leads to the topics of biochemistry, the molecular components of cells, and the molecular basis of genetic inheritance. Equipped with a solid foundation in physics and chemistry, students are well prepared to grasp these more advanced, but vital, principles of biology. The final trimester of the course is spent revisiting areas of biology introduced in the ninth grade: evolution, organismal diversity, and the structure and function of plants and animals. Students find they approach these familiar topics with a deeper understanding and are able to explore them more extensively.

Astronomy/Advanced Physics (Grade 12): Use 03004G05032, 42. ACA offers a course in astronomy and advanced physics as an elective alternative to the advanced biology course in twelfth grade. This elective covers astronomy, astrophysics, and cosmology and presents the basic principles of physics which are especially pertinent to these subjects at a more advanced level than is achieved in tenth grade physics. The course begins with a general overview of astronomy, including the sky and its apparent motion and the cycles of the sun and moon. It covers the origin of modern astronomy, the Copernican Revolution, Kepler’s laws of planetary motion, the mechanics of Galileo and Newton, and progresses to Einstein’s theories of relativity. It treats light, telescopes, starlight, atoms, the interaction of light and matter, stellar spectra, nuclear fusion in the sun, the properties of stars, the interstellar medium, the formation of stars, stellar evolution, the death of stars, neutron stars, and black holes. Turning to the larger universe, the course studies the origin, evolution, and types of galaxies, including quasars. Finally, the course explores modern cosmology: the structure, origin, evolution, and fate of the universe, referring to the Big Bang theory; the cosmic background radiation, dark matter and energy, and current theories and observations on the age; accelerating expansion; and curvature of the universe. In addition, students make evening telescope observations of celestial objects on several occasions throughout the year. The classroom studies use a basic astronomy text, listed below, with daily reading and homework exercises. Studies are supplemented with readings and exercises from an advanced physics text. Three physics texts are listed. Students who have not reached the study of calculus may utilize either of the non-calculus-based texts or equivalent. The calculus-based text, or its equivalent, can be attempted for students who have already studied, or are concurrently studying, a course in calculus (as is the case for students at Addenbrooke Classical Academy). Simultaneous enrollment in calculus and calculus-based physics serves as reinforcement for both.

The Classical and Biblical World (Grade 9): Use 04303G05012, 22. In this course, we will emphasize the important events, major texts, and works of art that represent and clearly illustrate what is unique and central to the Judeo-Christian and Greco-Roman traditions taken separately, then come to grips with the synthesis and opposition to synthesis between these traditions that occurred in antiquity. The course is designed to establish the religious, philosophical, and political contexts most crucial to the study of Western history and literature.

Medieval to Modern Europe (to A.D. 1900) (Grade 10): Use 04055G05012, 22. The tenth grade history section of the Humane Letters curriculum covers medieval to modern European history (500-1945 AD). Students will study the major events, people, places, and intellectual trends that are foundational to an understanding of Western civilization as it developed during this time period.

American History (Grade 11): In 1818, John Adams was asked by an American citizen, “What do we mean by the American Revolution?” Adams gave a simple answer: the “radical change in the principles, opinions, sentiments, and affections of the People, was the real American Revolution.” The real American Revolution was one of ideas, principally the American understanding of rights. By “radical” Adams did not mean to suggest that the American Revolution wished to change human nature; on the contrary, the natural rights Americans fought to defend were rooted in an unchanging human nature. Granted by God and secured by government, rights are accorded not because of one’s status as an Englishman, but rather because each person is a human being created by God. This course examines the narrative of American history with particular attention to the uniquely American understanding of rights and duties. It asks what it means to be an American. In answering that question, it seeks to provide a better understanding of the meaning of the “self-evident truths” on which this nation was founded.

American Civics and Economics (Grade 12): “Patriotism is as much a virtue as justice and is as necessary for the support of societies as natural affection is for the support of families.” This 1773 statement, by the American patriot Benjamin Rush, is an apt point of departure for the capstone course of the Humane Letters sequence. An inquiry into the importance of American liberty and order, this course explores the foundations of republican government. It considers the rights and responsibilities of citizenship and explores the fundamental principles of a free economy. It seeks, in sum, to instill in students the proper spirit of patriotism upon which self-government depends. Building upon the strong introduction to the American founding that juniors receive in the eleventh grade history class, this course delves more deeply into early American political thought. It demonstrates the debt Abraham Lincoln’s statecraft owed to the Founding.

In the second trimester, students complete their study of 20th century history. Next, they are introduced to the major principles of sound economic thinking. The collapse of Communism in the late 20th century as a result of its abject economic and moral failings requires us to examine the nature of tyranny and totalitarianism.

6th-8th Orchestra: Students will be able to play cohesively in a large ensemble, read music, perform, and prepare for solo and ensemble contest. Also, students will have the opportunity to learn concert etiquette as well as basic music fundamentals as outlined in their Standards of Excellence curriculum book.

6th-8th Choir: Students will be able to sing in three-part harmony with a large ensemble, read music, perform, and prepare for solo and ensemble contest. Also, students will have the opportunity to learn concert etiquette as well as basic music fundamentals such as ear training and sight singing.

Symphonic Band: Offered for all high school students, this course will provide a scaffolding of levels of music along with a variety of genres and period pieces to be performed as a large ensemble. Students will be expected to lead sectionals throughout the course as well as prepare for participation in solo and ensemble contest. Students will build upon previously learned music fundamentals such as sight singing, ear training, and basic music theory

Concert Choir: Offered for all high school students, this course will provide a scaffolding of four-part harmony in a variety of genres and period pieces to be performed as a large ensemble. Students will be expected to lead sectionals throughout the course as well as prepare for participation in solo and ensemble contest. Music fundamentals such as sight singing, ear training, and music theory will be incorporated into every class.

Music Fundamentals (Music Theory): Use 55116G060831.This course will be offered every rotation to all students with no previous music background or training and will be required by all incoming 6th grade students. This course will cover basic music theory, beginning sight singing, beginning ear training, and brief music history. Students will be able to creatively express their learning through composition projects, group research/presentations, and exploration of various music venues and performances. A proficiency exam will be available to any student requesting to test out of the course and will be required to be passed with a C by all students enrolled in the course.

Musical Practices (Music History): Use 55116G060841. Students will be able to explore a variety of musical practices throughout the recent history of music (from the 1960’s to present day). Investigation of musical structure, lyrical prose, instrumental use, and reflection on the effects of future music will be incorporated into each time period. Students will be responsible for applying technological skills towards a multimedia research project as well as applying musical skills towards an instrumental project related to a musical practice of their choice.

Piano Lab: Students will learn primer and early level piano skills, including rhythm dictation, musical staff reading, playing with two hands together in five-finger songs, and basic music/scale theory. This course is a pre-requisite for secondary piano lab.

Musical Theater: Use Musical Theatre 55099G05014. Students will be responsible for learning and performing a winter or spring musical, carrying out specific tasks such as set design, part singing, instrumental accompaniment, line memorization, and stage performance.

Electronic Media: Use 05119G05011. Students will become familiar with the use of the popular music software Garage Band. Students will learn how to effectively use and create music with this software leading to a final creative arts project showcasing their musical compositions and/or arrangements.

Music Theory I Lab: Use Music Theory 05113E05012 and 22. Students will build upon previous knowledge from the music fundamentals lab. A more in-depth study of music theory in this lab will include scale structure, chord structure, basic part-writing skills, and notation transcription. Students will continue to develop their music theory skills throughout later secondary labs.

Composition/Music Theory II Lab: Use Music Theory II 05113E05032 and 42. Students must pass Music Theory I with a C or above to be eligible for this lab. Throughout this course students will primarily focus on original composition techniques in combination with the advanced music theory skills required for such. Students will ultimately showcase their final composition for an instrumental or vocal ensemble at a school performance to be performed by the respective ensemble.

Arranging Lab: Use 05119G05021. Students must pass Music Theory I with a C or above to be eligible for this lab. This lab will allow for students to explore a variety of instrumental and/or vocal arranging styles from a variety of music genres including classical/historical, jazz/blues, pop, and a style of student’s choice to be arranged for a final project. Students will ultimately showcase their final arrangement at a school performance.

Conducting Lab: Use 05119G05031. Students will be able to demonstrate the basic conducting patterns suitable for both instrumental and vocal ensembles. Students will have daily opportunities to practice their conducting skills in the classroom as well as have the opportunity to practice with school ensembles, and be able to participate in group conducting workshops.

Instrumental Methods Lab: Use Instrumental Ensemble 05106G05012 and 22. Students will explore and learn a secondary woodwind and brass instruments throughout the course of this lab. Students will be able to play and perform elementary music on their chosen instrument alone as well as with a group. Students are expected to already know basic music reading and be familiar with playing in a group.

Choral Methods Lab: Use Chorus-Mixed 05110G05056 and 66. Students will be able to distinguish different genres/periods of music and be able to perform in a variety of secondary ensembles as determined by the music teacher. Students will be expected to already know how to sing in harmony and be familiar with part-singing.

Musical Theater: Use Musical Theatre 05099G05011. Students will be responsible for learning and performing a winter or spring musical, carrying out specific tasks such as set design, part singing, instrumental accompaniment, line memorization, and stage performance.

Cognitive Psychology/Neuroscience (Psychology): Introduction to the field of cognitive psychology, including core themes and concepts in cognitive psychology, and how recent developments in neuroscience have contributed to the field.

Introduction To Logic (Fall): Patrick Hurley, A Concise Introduction to Logic. General introduction to basic sentential logic, derivation rules, formal and informal fallacies, and common syllogisms. Focus will be on developing a general recognition of and proficiency in logical thinking, analysis, and argumentation.

Moral Philosophy I: The Great-Souled Man (Spring): Aldous Huxley, Brave New World; C. S. Lewis, The Abolition of Man; Plato, The Republic, books II & IV; Saint Augustine, Confessions (75 pp.); Hutcheson on the moral sense (50 pp.). Selections from the following authors: Aristotle on magnanimity; Ortega y Gasset on the noble life; Aristotle on the cardinal virtues; Douglass Adair and John Adams on fame; William Manchester, George Washington, and John Locke on manners; Cicero and C.S. Lewis on friendship; Genesis, Franklin, and Michael Novak on work; David Fordyce on marriage and parenting; Virgil, Dante, and Addison on the afterlife; Helmut Thielicke and Hebert Butterfield on the individual’s duty to fellow man and role in history.